ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND L...Astrid Aguiar
The aim of this presentation is to identify the type of research that this journal is following ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND LEARNING by Dr Michael Druce
ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND L...Astrid Aguiar
The aim of this presentation is to identify the type of research that this journal is following ATTITUDES TO THE USE OF L1 AND TRANSLATION IN SECOND LANGUAGE TEACHING AND LEARNING by Dr Michael Druce
There has been a long-standing debate over the issue of including or excluding the student’s mother tongue (L1) in English as a foreign language (L2) classrooms. There are two opinions in this regard: monolingual approach and bilingual approach. While advocates of monolingual approach suggest that learning is determined by the exposure to L2, those advocating the bilingual approach think that L1 makes a valuable contribution to the learning process. Despite the widespread English-only use in EFL classes, the use of L1 is still a perennial topic. Therefore, this study aims to investigate the use of L1 in English for specific purposes (ESP) classes at a Technical College in Ho Chi Minh City-Vietnam (Henceforth called TC). More specifically, it attempts to explore the extent to which L1 is used and the reasons why L1 is used, and discover what attitudes engineering students have towards the use of L1 in the process of teaching ESP vocabulary to students. The instruments used for collecting data were questionnaires and class observations. The participants were 8 EFL teachers and 314 students at TC. The findings of the study indicated that all the teachers of English overused L1 in teaching ESP vocabulary. The study also revealed that the ESs had supportive attitudes towards their teachers’ use of L1 in teaching ESP vocabulary. Based on the findings, the study provided practical implications in order to help both EFL teachers and engineering students to improve their teaching and learning ESP at vocational training colleges in the Vietnamese context.
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
This presentation defines Interlanguage Pragmatics (ILP), introduces key relevant concepts, and provides a flexible model of L2 pragmatic instruction that can minimize instances of pragmatic failure in intermediate and advanced learners' L2 production. This model aims to increase learners’ cognitive awareness and enhance their receptive and productive skills. This presentation was delivered on January, 24th 2017 at the NileTESOL 21st International Conference, Cairo, Egypt.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
There has been a long-standing debate over the issue of including or excluding the student’s mother tongue (L1) in English as a foreign language (L2) classrooms. There are two opinions in this regard: monolingual approach and bilingual approach. While advocates of monolingual approach suggest that learning is determined by the exposure to L2, those advocating the bilingual approach think that L1 makes a valuable contribution to the learning process. Despite the widespread English-only use in EFL classes, the use of L1 is still a perennial topic. Therefore, this study aims to investigate the use of L1 in English for specific purposes (ESP) classes at a Technical College in Ho Chi Minh City-Vietnam (Henceforth called TC). More specifically, it attempts to explore the extent to which L1 is used and the reasons why L1 is used, and discover what attitudes engineering students have towards the use of L1 in the process of teaching ESP vocabulary to students. The instruments used for collecting data were questionnaires and class observations. The participants were 8 EFL teachers and 314 students at TC. The findings of the study indicated that all the teachers of English overused L1 in teaching ESP vocabulary. The study also revealed that the ESs had supportive attitudes towards their teachers’ use of L1 in teaching ESP vocabulary. Based on the findings, the study provided practical implications in order to help both EFL teachers and engineering students to improve their teaching and learning ESP at vocational training colleges in the Vietnamese context.
Demystifying Interlanguage Pragmatics for EFL TeachersOmaima Ayoub
This presentation defines Interlanguage Pragmatics (ILP), introduces key relevant concepts, and provides a flexible model of L2 pragmatic instruction that can minimize instances of pragmatic failure in intermediate and advanced learners' L2 production. This model aims to increase learners’ cognitive awareness and enhance their receptive and productive skills. This presentation was delivered on January, 24th 2017 at the NileTESOL 21st International Conference, Cairo, Egypt.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kurt Kohn
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
Lance Rougeux: DEN Virtual Conference "Lost In Translation"changingconnections
The Discovery Educator Network premieres the first of its kind National Virtual Conference hosted locally, experiencing the virtual world uniquely in face-to-face interactions at sites throughout the nation.
As anywhere in the world, developing the so-called ‘global human resources’ is at the top of the agenda in Japanese educational policies. To give a few examples, MEXT (the Ministry of Education, Culture, Sports, Science and Technology) has selected 56 ‘super global high schools’ and 37 ‘super global universities’, which are expected to design and supply models for global education at the secondary and tertiary levels; the number of International Baccalaureate schools (Diploma Programme) is planned to increase from 27 to 200 on government support; in primary schools, full-scale English language education (i.e. three 45-minute lessons a week for Years 5 and 6 pupils) will be made compulsory in 2020. In parallel with these government-led undertakings, CLIL (Content and Language Integrated Learning) has been attracting teachers’ attention and its practices have been slowly but steadily spreading at grass-roots level. In this context, I will first talk why CLIL is considered to be effective for the education of global citizens and then show how CLIL is explained, localized and implemented in the Japanese school environment. Useful materials for CLIL teacher training will also be provided.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
1. THE USE OF L1 IN THE
CLASSROOM
alexandra.reynolds@univ-nantes.fr
IATEFL Glasgow 22 March 2012 1
2. A teacher and learners using
L1 in an
English L2 language
classroom.
2
3. Identity and emotions linked to L1
REFERENCE
LANGUAGE
MOTHER
TONGUE
L1 MILK
TONGUE
LINGUA
MATERNA 1ST NATIVE
ACQUIRED TONGUE
LANGUAGE
How many of you speak more than 1 language?
What is your mother tongue? 3
5. Language acquisition modifies pre-
acquired langage(s) and creates new
interlanguages
L1? --L2?
L1?--
L3?
L1 L2?--L3?
Don’t think in your L1! Think in English!
Don’t translate word for word! 5
6. How do you use L1?
Do you use L1?
How do you use L1?
6
8. Direct method
Aims to mirror the NATURALISTIC method within
an INSTRUCTED environment
8
9. Hungarian Experiment
Zoltan Dornyei
Professor of Psycholinguistics
Nottingham University
9
10. • Jo napot kivanok! Hello!
• Dornyei Zoltan vagyok. I am Zoltan Dornyei.
• Most Nottinghamben vagyok. I am in Nottingham now.
• Hogy vannak? How are you?
• Tudom hogy beszelnek angolul. I know you speak English.
• Szomjas vagyok, mikor fogunk kavet inni?
I’m thirsty when are we going to drink coffee?
• Koszonom szepen. Thank you very much.
• Viszontlatasra! Goodbye!
10
12. Problems with sole use of direct method
Impossible to recreate authentic “immersion”
situation seen in L1 acquisition.
Gesticulating no better than miming?
Demands a lot of physical effort from the teacher.
Not always learner centered.
Difficult to check student comprehension.
Students remain silent rather than use their L1.
L1 use seen as a failure.
12
13. How do your students use L1?
Classroom layout affects student interaction and
language choice.
Team work and peer-elected group leaders
make students responsible for their actions.
13
16. Instant vocabulary gratification
Using mini bilingual dictionaries.
Online dictionaries:
Linguee http://www.linguee.com/,
Wordreference http://www.wordreference.com/,
IATE http://iate.europa.eu/.
Mobile phones, smartphones.
Laptops.
16
17. L1 specific translation issues
• Not all verbal forms are translatable.
• No present perfect in Arabic (cf. Sara AWAD,
IATEFL VOICES Jan-Feb 2012).
• No present continuous in French.
17
18. Students’ reflections on their
use of L1 in the classroom
Interview with Science Masters students
ESP classroom
Faculté des Sciences, Nantes.
18
20. Reflecting on my L1 and English
Prepare questions which your students can
reflect on.
How long have you been learning English?
How many of your past teachers used L1 in
English class?
When do you use L1 in class?
How do you think your teacher feels when you
use L1?
20
22. Final points for reflection
• A teacher’s positive awareness of his/her
students’ L1 language and culture will have an
influence on their L2 learner self.
• Adaptability: The choice to use or limit L1 in
the classroom will depend on your students’
needs.
22
24. Downloadable powerpoint and
references
At Glasgow Online:
http://iatefl.britishcouncil.org/2012
Or
At Nantes University:
http://prodoc.univ-nantes.fr/course/view.php?id=357
Or
Leave me your email and I’ll send them to you!
24
25. Special Thanks to:
Colin McKensie
Gloria Barnett-Powell
Zoltan Dornyei
Xavier Cartron
Douglas Carnall
Louisa Dunne
25
27. Awad, S. 2012. 'Absent inter-lingua grammatical equivalence.' IATEFL VOICES 224: 4-5.
Byram, M. and P. Grundy (eds.). 2003. Context and Culture in Language Teaching and
Learning. Clevedon: Multilingual Matters.
Castelloni, V. 2001. La langue maternelle en classe de langue étrangère. Saint-Germain-du-
Puy: CLE International.
Cole, S. 1998 ‘ The use of L1 in communicative English classrooms’. The Language Teacher
Online.(Retrieved 27 September 2011 from
http://www.jalt-publications.org/tlt/files/98/dec/cole.html.)
Cook, V. 2001.‘Using the first language in the classroom’. Spreading the influence of
Second Language Acquisition. (Retrieved 27 September 2011 from
http://homepage.ntlworld.com/vivian.c/Writings/Papers/L1inClass.htm.)
Cook,V. (ed.). 2003. Effects of the Second Language on the First. Clevedon: Multilingual
Matters.
Dornyei, Z. 2009. The Psychology of Second Language Acquisition. Oxford: Oxford
University Press.
27
28. References continued:
Dornyei, Z and E. Ushioda (eds.). 2009. Motivation, Language Identity, and the L2 Self. Bristol:
Multilingual Matters.
Farrell, T.S.C. 2012. 'Plenary: Reflective practice for language teachers' in Pattison, T. (ed.).
IATEFL 2011 Brighton Conference Selections. Canterbury: IATEFL.
Feben, B. 2012. 'Grammar mimes: can we work on grammar without pens or paper? ' in
Pattison, T. (ed.). IATEFL 2011 Brighton Conference Selections. Canterbury: IATEFL.
Feuillet, J. 2005. Apprentissage précose d'une langue étrangère et bilinguisme. Nantes: CRINI.
Hannam, S. 2011. 'ELT under the microscope.' IATEFL VOICES 223: 15.
Krause, C. A. 1916. The Direct Method in Modern Languages. New York: C. Scribner's Sons.
Thornbury, S and Meddings, L. 2010. Teaching Unplugged, Dogme ELT. Surrey: DELTA Publishing
.
28
Editor's Notes
Other possible questions: How do you avoid using L1? Are you happy about how you use L1? How do your students use L1?
Spanish people will say « is raining », French people will say « I have 17 years old » or « I wash the car now » which are direct grammatical translations from their own languages.
Faculté des Sciences. Semester 1 Academic Year 2011_12. Physics and Chemistry Masters Students.
English class for Masters Physics and Chemistry students. They mostly want to be General Science teachers in Secondary French schools. Some want to become researchers.